CHAPTER 4 MINIMIZING OFF-TASK BEHAVIOR AND DISCIPLINE PROBLEMS

Back to the wall

Proximity control-simply walking in the direction of the off task child to let them know you
are watching
With-it-ness having eyes in the back of your head
Selective ignoring
Overlapping to focus on several things that are happening simultaneously and still
maintain an intended direction. Like nodding yes to a child who wants to go the bathroom,
while still observing the actions of another
Learning names
Pinpointing point out to the rest of the class modelled/desired behaviour eg. I like how ??
and ?? are standing quietly, although better for younger children
Discipline systems Canters Assertive Discipline Model or Hellisons Personal and Social
Responsibility Model
Consequences for misbehaviour 1
st
-child is warned
2
nd
-5 minute time out
3
rd
-10 minute time out
4
th
-teacher calls parents
5
th
-child sent to principal
Be consistent
Post it technique childs name, phone number, their misbehaviour written on a sticky note,
posted by the phone if the child didnt misbehave for the rest of the week, the note was
destroyed. If they did, call the parents
CHAPTER 5 GETTING THE LESSON STARTED
Children want to move, not listen to the teacher
Instant activity can be useful preorganised activities set up-children move from one activity
to another with a time limit
Some teachers start their classes with music, when children arrive.
When the music stops put equipment away and sit on the centre circle
Instant activity helps prevent children out of control
After a few minutes of instant activity, children are more ready to listen
Communicating the purpose of the lesson-------set induction e.g. putting hands together and
pulling them apart seeing how quickly you can react---this motivates children to become
interested in the lesson and the purpose-why they will be doing it. E.g. when you jump how
quietly can you land? Can you land as quiet as a cat? A feather? Today I want to help you
practice quiet landings. Scaffolding e.g. communicates the purpose of the lesson and its
relation to past and future lessons.

CHAPTER 6 INSTRUCTING AND DEMONSTRATING
Instructing is done by providing information to the students, but not exclusively through
talking.---tells them what they are going to be doing, but not how to do it.
Where will I do the activity
What are the boundaries
Will I do it alone or with others
Do I need equipment
Where will I find it
When will I start-stop
What if I have a question
Instruction one idea at a time------keep it brief---reminder words or cues (simple like side)
Demonstrating-stand in a location where children can see and instruct them where to look- is it
at the foot, the arm?
Checking for understanding: recognition, verbal, comprehension, performance checks & closure
ask children to raise their hands, thumbs up etc. What are the 3 cues you have learnt for
catching a ball? Show me how to place your hands to catch
Closure coming together at the end of the lesson for 2-3 minutes. Review key point; teacher
comments on the behaviour of the children; reminder about the next instant activity.
Instruct-----demonstrate-----check for understanding in less than 60 seconds.

Pinpointing stop the class and use 2 children who are doing the instruction correctly, and tell
the class of their correct movements.
PLAY-TEACH-PLAY
Teaching occurs in amongst play where it has more meaning as it is already being played


CHAPTER 7 MOTIVATING CHILDREN TO PRACTICE
Children learn by doing
Three keys to motivating-success oriented-games may need redesigning to cater for the
different abilities and interests e.g. self adjusted target throwing, where children throw a
beanbag into a box, choosing their own distance from the box they stand. Distances can be
then adjusted according to the success or failure of each child
Mastery learning allows children to develop their own level of skill rather than social
comparisons, therefore having the opportunity to develop to a higher standard, those skills
Based on accomplishments rather than comparisons
Some motivated by the chance to design a game, dance or movement sequence
EIGHT TECHNIQUES FOR MOTIVATING CHILDREN
Teach by invitation-you might want to strike a balloon or a soft ball; if this is easy for you, try
turning when you are in the air so you land facing a different direction; when you and your
partner can catch the ball 10 times in a row, you might want to move your carpet squared
farther apart; you might want to work alone or with a partner; in your game you might want
to keep score or not-you decide
Intratask variation-tasks can be modified based on the abilities and interests of the children.
Different than teaching by invitation coz the teacher makes the decision for the child. Used
to make a task easier for the lower skilled using a different type of ball; landing on two feet
instead of one, or making it harder for the higher skilled. Alternatively, remove those
children who have mastered a skill and are ready to move on send them to the other half
of the playground and give them instructions to get a game going that uses their skills
quietly
Task sheets students can keep a task sheet of their progress
Peer tutors and cooperative learning if teachers choose this method, they need to select
them carefully and then teach them how to tutor
Stations or learning centres pre designed & pre organised activities where children rotate
from one activity to another e.g. station 1 (see page 111 of Teaching r physical education by
GRAHAM. This can be used to revisit skills practiced over the past few lessons or weeks.
Most effective when teaching primary grades. Good when equipment is limited
Child designed activities kinetics groups of children who create a sculpture that moves
fast or slow; with their own games, dance or gym
Videoing
Homework practice
PRAISE

CHAPTER 8 OBSERVING AND ANALYZING
Observation and analysis allows you to change the task, provde a cue, offer a challenge or
give feedback.
Observing-Back to the wall standing with your back to the wall or to the outside of the
boundaries allowing you to see all or most of what the children are doing
Scanning Sweep the area with your eyes
Visitor observation think-what would a visitor think if they walked into the class
right now? The principal?
Observe one component at a time rather than the whole skill
Four observation ?s Are the children working safely? Are children on task? Is the task
appropriate? How are individuals using the critical component?
CHAPTER 10 PROVIDING FEEDBACK
Feedback encourages continued practice as they know you are watching
Feedback helps children assess their own performances
Feedback allows teachers to assess individuals
Knowledge of performance (KP) or knowledge of results (KR)
Specific feedback this time see if you can bend both your knees and ankles; can you make
you shape even wider; this time see if you can make the slow part even slower
Keep feedback simple
CHAPTER 11 BUILDING CRITICAL THINKING SKILLS
Convergent problem solving (guided discovery) the teacher guides the children to discover
1 or more solutions to a problem e.g. is there a way to set up the ropes so that everyone in
the group can jump over the river successfully?
Never tell the answer
Respond to incorrect solutions by asking do you need more time? Can you explain your
answer to me?
Divergent problem solving asks children to explore alternatives and discover different ways
to solve a problem e.g. alternative ways to pass a ball when guarded; ways of passing a ball
from a-b; The way to ask these questions is by saying what are the three possible ways
to.. And----thats two different way, can you find a third?
Pinpointing if the teacher is not comfortable demonstrating, use a child who can
Ask children-grades 4-6 to: design a sequence with a partner that has at least one roll, one
balance, one weight transfer and a beginning and ending shape. Repeat it three times
varying the speed of the sequence.
In a group of 4-6, make up a game. It must have kicking a ball. Use cones to define
your boundaries
In groups of 3-4 see if you can find at least three ways to form a counterbalance.
Everyone must keep at least 1 foot on the floor.
Must be positive and accepting